文学文本解读课堂建构的三重意蕴
发布时间：2018-10-30 17:01
【摘要】：构建一堂好的文学文本解读课,语文教师需把握三重意蕴:情之境,指能根据文学文本教学内容的需要,从自我调控、挖掘文本、关注学生三个方面,营造一种旨在赋予学生良好精神体验的课堂情感之境;涵融力,指引导学生揭示文学文本系统的唯一性和系统性,并整合与学生文化生活经验相勾连的教学材料;逻辑性,指师生主体交互的逻辑关系、文学文本及教学材料呈现的逻辑层次,以及学生学习建构的逻辑过程。
[Abstract]:To construct a good reading class of literary texts, Chinese teachers should grasp three meanings: the state of feeling, the ability to regulate themselves, excavate the text and pay attention to the students according to the needs of the teaching contents of literary texts. Create a kind of classroom emotion environment which aims to endow students with good spiritual experience; Inclusive force refers to the teaching materials that guide students to reveal the uniqueness and systematicness of the literary text system and integrate with the students' cultural life experience. Logic refers to the logical relationship between teachers and students, the logical level of literature texts and teaching materials, and the logical process of students' learning and construction.
【作者单位】： 黄冈师范学院文学院;
【基金】：湖北省教育科学规划2016年度立项课题“师范生课堂教学能力形成过程与干预策略研究”(课题编号:2016GB094)的研究成果
【分类号】：G633.3
[Abstract]:To construct a good reading class of literary texts, Chinese teachers should grasp three meanings: the state of feeling, the ability to regulate themselves, excavate the text and pay attention to the students according to the needs of the teaching contents of literary texts. Create a kind of classroom emotion environment which aims to endow students with good spiritual experience; Inclusive force refers to the teaching materials that guide students to reveal the uniqueness and systematicness of the literary text system and integrate with the students' cultural life experience. Logic refers to the logical relationship between teachers and students, the logical level of literature texts and teaching materials, and the logical process of students' learning and construction.
【作者单位】： 黄冈师范学院文学院;
【基金】：湖北省教育科学规划2016年度立项课题“师范生课堂教学能力形成过程与干预策略研究”(课题编号:2016GB094)的研究成果
【分类号】：G633.3
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